The push for educational reform in the province of Quebec, Canada has brought to the foreground many ideas about what needs to be done to improve the learning experience of students. While there has been some movement in the primary grade levels, change in the secondary level is still in its infancy. There are some teachers, however, in high schools who have been on the cutting edge of educational reform. The purpose of this study is to look at participation within a secondary classroom where the philosophy of the reform is being acted upon. The study, qualitative in design, is a type of ethnographic investigation of a teacher and students in a Grade VII language arts classroom. The classroom is a part of an exclusive program, namely the Alternative Learning Program, nested in a public high school in the Montreal area. / Using various means of data collection such as field notes and interviews, the researcher examines the various dimensions of participation as it unfolds in this particular classroom. The researcher identifies these dimensions as assigned and shared participation. The data suggests that dynamics beyond assigned and shared participation are also evident. The dynamics, identified as participative tone, contribute to student views of the uniqueness of this particular learning environment. To present a trustworthy description of what is observed, however, the investigator shows situations in which participation is not apparent. These situations are identified as participative resistance. The researcher deduces that participation and participative resistance need to be viewed as context-bound and are, in many respects, points on a continuum. / Attempts have been made in the research to allow the study participants to express their views. Through interviews, students share in their own words what participation means to them. Their words add depth to understanding of what student participation is. The study suggests that notions of the child-centered or student-centered classroom, while commendable, are not necessarily an aspiration to strive for. / The study affirms that the teacher plays a key position in the classroom environment. The study begins by showing the various roles that the teacher assumes in her daily practice. Views of the teacher are presented along with perceptions of the students and the researcher to determine the various roles played out in this site. The study concludes that the teacher conducts her practice by exceeding the boundaries of her roles so identified. / The study shows that the classroom does not stand in isolation, but is subject to various influences from the school, as well as the community at large. The researcher identifies these influences as context and conditions using another site as a point of reference. The secondary sight brings clarity to what the researcher observes. The researcher concludes that in addition to communal influences, learning in the primary site takes place under the banner of what is defined as an arts-oriented curriculum. The arts-oriented curriculum contributes to the sense of community in the classroom. But data also suggest that the classroom does not always function as a community. In spite of the teacher's good intentions, tensions sometimes foster a competitive rather than collaborative spirit among the students.

During the 1987-88 academic year at Ball State University, it was decided that a series of transparency masters should be produced to support changes occurring in the state's curriculum for industrial technology education. With my interests in instructional material, I felt that this was the year to produce such materials. The instructional benefits to prospective and veteran teachers seem well worth the time and effort.Upon the discussion of changes in the curriculum conclusions as to personal feelings have ranged from panic to delight. Most feelings of panic stemmed from unpreparedness and lack of high quality instructional material. The observation has formed the objective for this creative Project: to use data gathered from Indiana's State Curriculum Guides, recommended textbooks and interviews with high school instructors to design transparency masters for instructional implementation. / Department of Industry & Technology

There is no abstract available for this thesis.

There is no abstract available for this thesis.

The major work involved is the debugging procedure on the Varian Model V-21003 electromagnet, power supply and spectrometer and the design and construction of supporting structure to house the various pieces of apparatus which were required to complete the system.Equipment which was not immediately available was then designed and constructed, with the final step being the testing. of the entire system for its integrity.Adjustments to each component was then carried out to obtain the best signal possible, noting the various changes caused by the condition and setting of each section of the system.

This study was concerned with developing an innovative program for the Thomas Butcher Children's School of Kansas State Teachers College, Emporia, Kansas.A survey was made of the known innovative programs, with an in-depth comparison of similarities and dissimilarities of the three most notorious programs: The Industrial Arts Curriculum Project, The American Industries Project, and The Maryland Plan, and of the three most recent books directed toward elementary industrial arts: Teaching Elementary Industrial Art, Teaching Children About Technology, and Elementary School Industrial Arts, relative to rationale, objectives, and structure.The suggested program began with a definition of Industrial Arts for elementary education, followed by the rationale, objectives and structure. Communications was to receive the major emphasis at the Kindergarten level; transportation at the first grade level; shelter at the second grade level; clothing at the third and fourth grade level; and foods at the fifth and sixth grade level, although each could not be limited to any one grade level. Units under each category were followed by room preparation, minimal tool list, and material media suggestions.

The purpose of this study was to begin to define and describe some of the complex intersections between teaching and learning first-year composition with digital portfolios, focusing on the construction, presentation, and assessment processes in one first-year composition course at Ball State University. The study employed a qualitative ethnographic methodology with case study, and used grounded theory to develop a resultant guide to code the data collected through several methods: observation, interview, survey, and artifact assessment.The resultant coding guide included the core categories "reflective immediacy," "reflexive hypermediacy," and "active remediation." With the guide findings indicate several effective "common tool" digital portfolio strategies for both teachers and learners. For teachers: introduce the digital portfolio as early in the course as possible; make connections between digital portfolios and personal pedagogical strategies; highlight rhetorical hyperlinking and constructing navigational schemes; emphasize scalability; create a sustainable support system. For learners: consider the instructor's objectives within the framework of the portfolio; synthesize writing process with course content and portfolio construction; include each component of the writing process in the portfolio. / Department of English

This creative project has simplified technical information concerning electrical discharge machining so that it may be better understood by secondary vocational and post-secondary students. The material has been collected from sources including manufacturers of electrical discharge machines, industrial personnel, industrial educators from vocational schools and universities, and technical papers from trade magazines. It has been written for the secondary vocational student at a reading level that he should be able to comprehend.Included in the text are drawings which can be used to make transparencies, exercises that can be adapted to the different types of EDM machines, and a glossary of EDM terms.

The purpose of the study was to determine the effects of body posture, task time, and attitudes toward drawing and problem-solving on the ideational fluency of two experimental groups and one control group of student draftsmen. The drawings produced were assessed on the basis of the quantity and quality of ideas generated during a specific drawing task.Five major questions were under investigation. Hypotheses were developed to determine whether significant differences existed (1) in the quantity or quality of ideational fluency between the three groups; (2) in the groups' attitudes toward drawing and problem-solving or their background experiences in art and teaching; (3) between the judges' responses to a series of fifteen bipolar scales which were used to assess judge strategies; (4) between the rate of idea generation for' any group; (5) in the interaction between time interval and posture for any group. Drawings produced for a forty-five minute task session and responses to a two-part questionnaire designed for the study provided the data. A team of five expert judges individually rated the quantity and quality of production of a seven-point scale and responded to the drawings via fifteen bipolar scales of the semantic differential type.A random sample of fifty-seven subjects was drawn from a population of seventy-three students enrolled in three sections of a personal development course in art for non-art elementary education majors. Sections were randomly assigned to experimental and control groups.The statistical treatments employed were: (1) One-way analyses of variance were computed to determine whether variances were in effect for (a) the groups' responses to the questionnaire, (b) groups' quantitative production, and (c) groups' qualitative production. (2) A two-way analysis of variance was computed to determine whether any variances occurred between the groups' production rates for nine time intervals and to test interaction between interval and group. (3) T tests for unequal means were used to determine which between group comparison(s) contributed to differences obtained for (a) quantity and (b) quality of production. (4) Multiple regressions were computed for each judge's quantity and quality ratings with the samples' responses to the questionnaire. (b) Pearson product-moment correlations were obtained for each judge's quantity and quality ratings with his responses to scales of the semantic differential.Significant differences in both the quantity and quality of ideation were found between the groups. The effects of posture and task time, and the interaction effects of time and posture were significant. These effects were confounded, apparently by teacher factors that were not detectable through the questionnaire. The draftsmen rated high on the quantity measure were, for the most part, not the same draftsmen as were rated high on quality.The multiple regression analyses indicated the following factors have significant predictive value for the quantity of ideation: (1) exposure to art programs at the senior high level and exposure to certain college-level art courses; (2) an approach to problem-solving that is neither chaotic nor doggedly systematic; (3) an indication that the draftsman does not react irritably to persons who are more ideationally fluent. These factors had significant predictive value for the quality of ideational fluency: (1) the draftsman's indication that his approach to problem-solving is relaxed and systematic, is not aided by isolated meditation but rather by involvement in other activity; (2) an indication that it is unwise or unproductive to plunge oneself into problem situations; (3) an indication that the draftsman would react both with admiration and irritability to someone more ideationally fluent.

Inherent to post‐apartheid educational transformation was the design and subsequent implementation of a new national school curriculum. The current curriculum‐in‐use, namely the National Curriculum Statement (NCS) comprises eight compulsory learning areas. One of these learning areas, Arts and Culture, aims to equip learners with skills and knowledge with regard to four distinct arts disciplines, namely music, dance, drama and visual art. In the General Education and Training Band (GET) phase, general classroom teachers are expected to implement this highly specialised learning area. This research aimed to determine how teachers employed at Nelson Mandela Bay primary schools were disadvantaged during the apartheid era, experience the implementation of arts education. Focus group interviews were conducted at schools situated in the low socio‐economic areas. The results revealed that, despite their profound awareness of the unique advantages of arts education for the learners, several impediments hampered the successful attainment of its value. The obstacles highlighted by the teachers were the curriculum itself, teaching and learning environments that are not conducive for arts education, and unsatisfactory involvement of the Department of Education.